An Analysis Of The English Classroom Interaction Between Teacher And The Eleventh Grade Students Of SMAN 6 Kupang In The School Year 2014 /2015

LEMA, Wilfridus Bau (2015) An Analysis Of The English Classroom Interaction Between Teacher And The Eleventh Grade Students Of SMAN 6 Kupang In The School Year 2014 /2015. Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

The title of this study is An Analysis of the English Classroom Interaction between Teacher and the Eleventh grade students of SMAN 6 Kupang in the school year 2014/2015. This study is focused on interaction in the classroom. The study was conducted to answer the following questions: what are the categories of teacher talk used in classroom interaction? And what are the categories of student talk used in classroom interaction? And who is more dominant during the teaching and learning process. The objectives of this study are to know the categories of teacher talk used in classroom interaction, to know the categories of student talk used in classroom interaction, and to determine who is more dominant during the classroom interaction. In collecting the data the writer used Moskowitz sample matrix for recording foreign language interaction analysis in the classroom. The matrix describes teacher talk and student talk with 20 categories. The recorded data were transcribed and coded based on the FLINT system. The category then tabulated and calculated to know the percentage of each category. The result of the data analysis bring the writer to the following conclusions as the result of this study. They are the categories of teacher talk which are used in classroom interaction during teaching learning process at the eleventh grade students of SMAN 6 Kupang are praises or encourages 8 times (2.84%), uses ideas of the students 1 time (0.35%), repeat students response verbatim 11 times (3.90%), asks questions 53 times (18.79%), gives information 24 times (8.51%), corrects without rejection 5 times (1.77%), gives direction 36 times (12.77%), directs pattern drill 13 times (4.61%), criticizes student behaviour 3 times (1.06%).In teaching learning process, indirect influence is used more frequently by the teacher rather than direct influence. Indirect influence is used 73 times or 47.40% of teacher talk and direct influence is used 82 times or 52.59% of teacher talk. The category of student talk which is used in teaching learning process at the eleventh grade students of SMAN 6 Kupang consist of 2 categories. They are student response specific and students response student initiated. Student response specific is used 70 times (98.59%) and student response student- initiated is used 1 times (1.41%). In teaching learning process at the eleventh grade students of SMAN 6 Kupang, the teacher is more dominant during the process. It is indicated by total times of teacher talk and student talk. Teacher talk occurred 154 times (68.44%) and student talk occurred 71 times (31.56%). There writer would like to offer some suggestions. In teaching learning process, teacher should create a situation in which students can initiate participation without waiting for the teacher. The students should participate more actively in classroom interaction. The realization may be done by having self initiation through asking questions and giving opinions. For the readers who interested in analysing the interaction in the classroom, and want to conduct a similar study, make sure to analyze the characteristic of the classroom interaction besides analysing teacher talk and student talk.

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